Efficacy Of Data-Driven Learning (Ddl) Approaches In Grammar Instructions

Abstract

This article delves into the implications of a pilot study that evaluates the efficacy of Data-Driven Learning (DDL) as a pedagogical approach for teaching grammar to tertiary students. The study employed a combination of quantitative and qualitative methods, including questionnaires and semi-structured interviews, to gather data from ten participants. This mixed-methods approach was designed to provide a comprehensive understanding of how DDL is received by students and educators and to assess its potential benefits and limitations in the context of grammar instruction. By analysing questionnaire and semi-structured interview data from ten participants, the study highlights the effectiveness and reception of computer-based DDL approaches. Results indicate a favourable response towards DDL, with insights into student and teacher perceptions. The findings suggest that DDL could be a beneficial addition to traditional grammar instruction methods, though challenges and preferences for conventional methods remain.